Lizard-Wizard Brain – Upper Elementary (3-6) · Developed for Empowering Education by Empowering...
Transcript of Lizard-Wizard Brain – Upper Elementary (3-6) · Developed for Empowering Education by Empowering...
© 2015 Empowering Education, Inc. All rights reserved. Lizard-Wizard Brain 1 of 3
Lizard-Wizard Brain – Upper Elementary (3-6) Part 2 • Extensions
Student Resources
Books Literature Text:
The genre of survival fiction provides an excellent literature choice for reinforcing lizard-‐wizard lesson concepts. Students find this genre of literature highly engaging and the books are often available in the school library. The characters found in survival fiction novels must use their lizard-‐brain and their wizard-‐brain in order to survive, as well as demonstrating the qualities of courage, grit, perseverance, and coping with adversity.
Cue students to be on the lookout for examples of how the main character in stories they read use the: ▪ survival mechanism of the brain to respond to situations and events (lizard-‐brain). ▪ pre-‐frontal cortex to respond to situations using thinking, reasoning, and wise decision-‐making (wizard-‐brain).
Have students use the attached Lizard-‐Wizard Character Response Graphic Organizer¹ to cite specific textual-‐evidence to support examples of lizard-‐brain actions or wizard-‐brain thinking. Below is a starter list of survival fiction novels to choose from:
▪ Call it Courage, by Armstrong Sperry Grades 5 – 6 ▪ Hatchet, by Gary Paulsen Grades 5 – 6 ▪ Island of the Blue Dolphin, by Scott O’Dell Grades 4 – 7 ▪ Julie of the Wolves, by Jean Craighead George Grades 5 – 6 ▪ My Side of the Mountain, by Jean Craighead George Grades 4 – 8 ▪ Sign of the Beaver, by Lizabeth George Speare Grades 4 – 5 ▪ The Hunger Games, by Suzanne Collins Grades 4 – 8 ▪ Tracks in the Snow, by Lucy Jane Bledsoe Grades 3 – 4
Informational Text:
▪ How to be Brain Wise: The Proven Method for Making Smart Choices by Patricia Gorman Barry This book provides students with 10 critical thinking and decision making strategies to help them make wise life choices between using their lizard-‐brain and their wizard-‐brain. Suitable for a wide range of learners.
▪ My First Book About the Brain by Patricia J. Wayne and Donald M. Silver
This book is the winner of the Bronze 2014 Moonbeam Children’s Book Award. The detailed illustrations provide a wonderful description of the how the brain works for young readers. Suitable for ages 8 – 12.
Writing Tasks
▪ Write an informative report that provides readers with an explanation about the differences between the lizard-‐brain and the wizard-‐brain. Be sure to include facts, definitions, details, and illustrations.
▪ Write an informative report that explains “how-‐to” calm the lizard-‐brain in order to make better decisions with the wizard-‐brain when angry or upset. Be sure to include facts, definitions, details, and illustrations.
▪ Conduct research and write a report that explains how stress affects the brain. Be sure to include relevant facts,
definitions, concrete details, quotations, examples, and illustrations. Informative/Explanatory Student Self-‐Assessment Checklists:² Grade 3 Grade 4 Grade 5 Grade 6 Informative/Explanatory Writing Rubrics:³ Grade 3 Grade 4 Grade 5 Grade 6
Lizard-‐Wizard Brain Part 2 • Extensions
© 2015 Empowering Education, Inc. All rights reserved. Lizard-Wizard Brain 2 of 3
Learning Links
▪ Calm Down and Release the Amygdala Video⁴ ▪ Coping Skills For Kids -‐ Brain Works Project ⁵
Teacher Resources
▪ Supporting Emotional Regulation in Elementary School: Brain-‐Based Strategies and Classroom Interventions to Promote Self-‐Regulation⁶
▪ Self-‐Regulation: The Second Core Strength⁷ ▪ Adele Diamond: Understanding the Role of the Prefrontal Cortex Video ⁸
Standards Alignment Common Core State Standards for English/Language Arts: R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text. R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. W.CCR.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.CCR.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CCR.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. L.CCR.1. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. L.CCR.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. Colorado Academic Standards for Science: 5th – LS.2a. Develop and communicate an evidence-‐based scientific explanation regarding how humans address basic survival needs. 5th – LS.2c. Assess further scientific explanations regarding basic human body systems functions. 5th – LS.2.d. Create and evaluate models of human body systems and organs. Colorado Academic Standards for Comprehensive Health: 3rd – 4.2.c. Describe the importance of self-‐control and ways to manage anger. 4th – 3.2.a. Identify personal stressors at home, with friends, in school and the community, and in the environment. 4th – 3.2.b. List physical and emotional reactions to stressful situations. 4th – 3.2.c. Identify positive and negative ways of dealing with stress. 4th – 4.3.c. Discuss methods for making decisions to avoid conflicts or violence. 4th – 4.3.d. Explain the positive alternatives to using violence. 5th – 4.3.d. Develop and apply a decision-‐making process for avoiding situations that could lead to injury. 6th – 4.3.c. Describe strategies to avoid physical fighting and violence. 6th – 4.3.d. Identify a variety of nonviolent ways to respond when angry or upset.
Lizard-‐Wizard Brain Part 2 • Extensions
© 2015 Empowering Education, Inc. All rights reserved. Lizard-Wizard Brain 3 of 3
Colorado Academic Standards for Physical Education: 5th – 3.1.a. Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. 6th – 4.1.d. Differentiate between safe and unsafe participation and environment. P21 Partnership for 21st Century Learning Student Outcomes: Critical Thinking and Problem Solving: Make Judgments and Decisions ▪ Reflect critically on learning experiences and processes. Communication and Collaboration: Communicate Clearly ▪ Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and
context. ▪ Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. ▪ Communicate effectively in diverse environments (including multi-‐lingual). Leadership and Responsibility: Be Responsible to Others ▪ Act responsibly with the interests of the larger community in mind. References 1. Wiggs, M. (2015). Lizard-‐Wizard Character Response Graphic Organizer. Developed for Empowering Education by
Educational Performance Consulting, LLC. 2. Wiggs, M. (2015). Informative/Explanatory Self-‐Assessment Checklists for Grades 3, 4, 5, 6. Developed for Empowering
Education by Educational Performance Consulting, LLC. 3. Wiggs, M. (2015). Informative/Explanatory Writing Rubrics for Grades 3, 4, 5, 6. Developed for Empowering Education by
Educational Performance Consulting, LLC. 4. Chris Company’s Channel. (2013, January 9). Calm Down and Release the Amygdala. Retrieved from
https://www.youtube.com/watch?v=Zs559guIGDo 5. Coping Skills for Kids. (2015). Activities & Projects for Home & School. Retrieved November 5, 2015, from
http://www.copingskills4kids.net/Activites_Projects.html#If_Our_Brains_Could_Talk_Project_for_Home_&_School 6. Lipsett, A. (2011). Supporting Emotional Regulation in Elementary School: Brain-‐Based Strategies and Classroom
Interventions to Promote Self-‐Regulation. LEARNing Landscapes, 5(1). Retrieved November 5, 2015. 7. Perry, B. (n.d.). Self-‐Regulation: The Second Core Strength. Retrieved November 5, 2015, from
http://teacher.scholastic.com/professional/bruceperry/self_regulation.htm 8. Diamond, A. (2011, August 11). Video: Adele Diamond: Prefrontal Cortex. Retrieved November 5, 2015, from
http://www.aboutkidshealth.ca/En/News/Video/PsychologyVideos/Pages/video-‐adele-‐diamond-‐and-‐prefrontal-‐cortex.aspx
Developed for Empowering Education by Empowering Education, LLC.
Informative Explanatory Self-Assessment Checklist
The people scoring your report will be assigning scores for how well you use informative/explanatory writing strategies. Use the checklist below to make sure that you have included the following components in your informative/explanatory writing:
Design adapted from the work of Lucy Calkins’ Units-of-Study
1 D
evelop
ed fo
r Emp
ow
ering
Edu
catio
n b
y Edu
catio
na
l Perfo
rma
nce C
on
sultin
g, LLC
5th
Grad
e In
form
ative/Exp
lanato
ry Text-B
ased
Writin
g Ru
bric
W.5
.2 W
rite info
rmative/exp
lanato
ry texts to exam
ine a to
pic an
d co
nvey id
eas and
info
rmatio
n clearly.
Co
nstru
ct M
easured
3
= Meets
Grad
e Level Expectatio
ns
2 = A
pp
roach
ing
Grad
e Level Expectatio
ns
1 = B
elow
G
rade Level Exp
ectation
s
Po
ints
Aw
arded
Reading Comprehension* Key Ideas & Details
RI.5
.1
or
RL.5
.1
The
writin
g:
accu
rately qu
ote
s from
a text wh
en
explain
ing w
hat th
e text says exp
licitly.
accurately q
uo
tes fro
m a text d
rawin
g in
feren
ces from
the text.
The
writin
g:
p
artially qu
otes fro
m a text w
hen
explain
ing
wh
at the te
xt says.
partially q
uo
tes from
a text wh
en d
rawin
g in
feren
ces from
the text.
The
writin
g:
eith
er fails to
or in
accurately q
uo
tes from
a text w
hen
exp
lainin
g wh
at the text says.
eith
er fails to
or in
accurately q
uo
tes from
a text w
hen
draw
ing in
ference
s from
the text.
5-6
= M
eets
4 =
Ap
pro
achin
g < 4
= B
elo
w
Writing Structure & Organization
W.5
.2a
W
.5.2
e
The
writin
g:
in
trod
uce
s the to
pic clearly; p
rovid
es a gen
eral o
bservatio
n an
d fo
cus.
logically gro
up
s related
info
rmatio
n
togeth
er.
effectively in
clud
es fo
rmattin
g (e.g.,
head
ings), illu
stration
s, and
mu
ltimed
ia w
hen
usefu
l to aid
ing co
mp
reh
en
sion
.**
pro
vides an
effective con
clud
ing statem
ent
or sectio
n relate
d to
the in
form
ation
or
explan
ation
prese
nte
d.
The
writin
g:
p
artially intro
du
ces th
e top
ic; may p
rovid
e a lim
ited gen
eral ob
servation
or in
con
sistent
focu
s.
p
artially grou
ps relate
d in
form
ation
togeth
er.
in
clud
es limited
form
atting (e.g., h
eadin
gs), illu
stration
s, and
mu
ltimed
ia that w
ou
ld b
e u
seful to
aidin
g com
preh
en
sion
.**
pro
vides a co
nclu
din
g stateme
nt o
r section
th
at is som
ewh
at related
to th
e info
rmatio
n
or exp
lanatio
n p
rovid
ed.
The
writin
g:
fails to
intro
du
ce or o
nly m
inim
ally referen
ces th
e top
ic; lacks a general o
bservatio
n an
d fo
cus.
h
as a pro
gressio
n o
f ideas th
at lacks coh
esion
.
d
oes n
ot in
clud
e form
atting (e.g., h
eadin
gs), illu
stration
s, and
mu
ltimed
ia that w
ou
ld b
e u
seful to
aidin
g com
preh
en
sion
.**
fails to p
rovid
e a con
clud
ing statem
ent o
r sectio
n th
at is related to
the in
form
ation
or
explan
ation
pro
vided
.
10
-12
= M
eets
7-9
= A
pp
roach
ing
< 7 =
Be
low
Writing Development & Elaboration
W.5
.2b
W.5
.2c
The
writin
g:
effectively ad
dresses th
e pro
mp
t/task with
a fo
cused
respo
nse.
effectively d
evelop
s the to
pic w
ith su
fficien
t facts, d
efinitio
ns, co
ncrete d
etails,
qu
otatio
ns, o
r oth
er info
rmatio
n an
d
examp
les related
to th
e top
ic.
effectively uses a variety o
f wo
rds, p
hrases
and
clauses to
link id
eas with
in an
d acro
ss catego
ries of in
form
ation
.
The
writin
g:
ad
dre
sses th
e pro
mp
t/task with
som
e drift in
fo
cus.
d
evelop
s the to
pic w
ith p
artial or u
neve
n u
se o
f facts, defin
ition
s, con
crete details,
qu
otatio
ns, o
r oth
er info
rmatio
n an
d
examp
les related
to th
e top
ic.
u
ses limite
d w
ord
s, ph
rases and
clauses to
lin
k ideas w
ithin
and
across catego
ries of
info
rmatio
n.
The
writin
g:
d
oes n
ot ad
dress th
e pro
mp
t/task and
may lack
focu
s.
may attem
pt to
develo
p th
e top
ic usin
g facts, d
efinitio
ns, co
ncrete d
etails, qu
otatio
ns, o
r o
ther in
form
ation
and
examp
les wh
ich are
irrelevant an
d/o
r insu
fficient.
do
es no
t use, o
r uses rep
etitive wo
rds, p
hrase
s an
d clau
ses and
/or fails to
link id
eas with
in an
d
across catego
ries of in
form
ation
.
7-9
= M
eets
5-6
= A
pp
roach
ing
< 5 =
Be
low
Sub
total:
Sub
total:
Sub
total:
2 D
evelop
ed fo
r Emp
ow
ering
Edu
catio
n b
y Edu
catio
na
l Perfo
rma
nce C
on
sultin
g, LLC
5
th G
rade
Info
rmative
/Explan
atory Te
xt-Base
d W
riting R
ub
ric - (contin
ued
) W
.5.2
Write in
form
ative/explan
atory texts to
examin
e a top
ic and
con
vey ideas an
d in
form
ation
clearly.
Co
nstru
ct M
easured
3 = M
eets G
rade Level Exp
ectation
s
2 = A
pp
roach
ing
Grad
e Level Expectatio
ns
1 = B
elow
G
rade Level Exp
ectation
s
Po
ints
Aw
arded
Language Conventions & Vocabulary
L.5
.1
L.5
.2
W
.5.2
d
(RI.5
.4)
(L.5.6
)
The
writin
g:
d
emo
nstrates co
mm
and
of th
e con
ventio
ns o
f stan
dard
English
con
sisten
t with
effectively ed
ited
writin
g.
m
ay have a few
min
or erro
rs in gram
mar an
d
usage, h
ow
ever, mean
ing is clear th
rou
gho
ut
the re
spo
nse.
accurately in
corp
orates p
recise langu
age, gen
eral acad
emic an
d d
om
ain-sp
ecific vo
cabu
lary to in
form
abo
ut o
r explain
the
top
ic.
The
writin
g:
d
emo
nstrates an
inco
nsisten
t com
man
d o
f the
con
ventio
ns o
f stand
ard En
glish co
nsiste
nt w
ith
edite
d w
riting.
con
tains so
me erro
rs in gram
mar an
d u
sage that
occasio
nally im
ped
es u
nd
erstand
ing.
uses so
me p
recise langu
age, general acad
emic
and
/or d
om
ain-sp
ecific vocab
ulary to
info
rm
abo
ut o
r explain
the to
pic.
The
writin
g:
d
emo
nstrates a w
eak com
man
d o
f the
con
ventio
ns o
f stand
ard En
glish w
ith
min
imal ed
iting.
con
tains m
ultip
le distractin
g errors in
gram
mar an
d u
sage that im
ped
es
un
derstan
din
g.
u
ses simp
listic vocab
ulary.
7-9
= Me
ets
5-6
= A
pp
roach
ing
<5 =
Be
low
**Wh
en ap
plicab
le to
the task.
*Read
ing evid
ence o
utco
mes m
ay vary dep
en
din
g on
the typ
e of textu
al evid
en
ce requ
ired b
y the sp
ecific writin
g pro
mp
t and
/or task.
Score
“O” - Th
e writin
g is score
d w
ith “O
” wh
en th
ere is no
respo
nse, th
e respo
nse is to
o lim
ited
to evalu
ate, the resp
on
se is un
de
ciph
erable, an
d/o
r the re
spo
nse is n
ot w
ritten in
English
.
29
– 36 = M
eets Grad
e Level Exp
ectation
s ( ) = partially m
eets requ
ireme
nts o
f the stan
dard
. 2
2 – 2
8 = Ap
pro
achin
g Grad
e Level Expectatio
ns O
verall Score:
< 22 = B
elow
Grad
e Level Expectatio
ns
Sub
total:
Lizard-W
izard C
haracte
r Re
spo
nse
Grap
hic O
rganizer
Develo
ped
for Em
po
werin
g Ed
uca
tion
by Ed
uca
tion
al P
erform
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ce Co
nsu
lting
, LLC
Yo
ur N
ame
: _____
_______
____
_____
______
_______
_____
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___
______
___________
_ D
ate: _____
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____
Title of Su
rvival Fiction
No
vel: ______
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__ Au
tho
r: ___
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Directio
ns: W
hat evid
ence can
you
find
that p
rovid
es a goo
d d
escriptio
n o
f the m
ain ch
aracter usin
g their lizard
-brain
or th
eir wizard
-brain
wh
en
respo
nd
ing to
situatio
ns o
r events in
the sto
ry? Cite
textual-evid
ence fro
m sp
ecific chap
ters to su
pp
ort yo
ur claim
.* C
hap
ters 1
– 2 C
ircle On
e: Lizard-B
rain o
r Wizard
Brain
? Evid
ence
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Ch
apters 5
– 6 C
ircle On
e: Lizard-B
rain o
r Wizard
Brain
? Evid
ence
: _____
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Ch
apte
rs 3 – 4
Circle O
ne: Lizard
-Brain
or W
izard B
rain?
Eviden
ce: ___
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___
__
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Ch
apte
rs 7 – 8
Circle O
ne: Lizard
-Brain
or W
izard B
rain?
Eviden
ce: ___
_____
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____
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__
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__
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__
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__ __
____
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Lizard-W
izard C
haracte
r Re
spo
nse
Grap
hic O
rganizer
Develo
ped
for Em
po
werin
g Ed
uca
tion
by Ed
uca
tion
al P
erform
an
ce Co
nsu
lting
, LLC
Directio
ns C
on
tinu
ed: W
hat evid
ence can
you
find
that p
rovid
es a goo
d d
escriptio
n o
f the m
ain ch
aracter usin
g their lizard
-brain
or th
eir wizard
-b
rain w
hen
respo
nd
ing to
situatio
ns o
r events in
the sto
ry? Cite
textual-evid
ence fro
m sp
ecific chap
ters to su
pp
ort yo
ur claim
.
Ch
apte
rs 9 – 1
0 Circle O
ne: Lizard
-Brain
or W
izard B
rain?
Eviden
ce: ___
_____
______
____
_____
______
_______
_____
______
___
__
____
_____
______
_______
_____
______
_______
____
_____
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__
____
_____
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____
_____
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_______
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____
__
____
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_______
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______
_______
____
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__
____
_____
___
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____
_____
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__
____
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_______
____
____
_____
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____
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______
__
____
_____
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_______
____
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____
__
____
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____
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__
____
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____
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____
__
____
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____
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__
____
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____
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_____
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____
__
____
_____
______
_______
_____
______
_______
____
_____
______
__
Ch
apte
rs 13
– 14 C
ircle On
e: Lizard-B
rain o
r Wizard
Brain
? Evid
ence
: _____
_____
______
_____
______
_______
____
_____
______
_
____
_____
______
_______
____
_____
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____
__
____
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__
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____
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__
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__
____
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____
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__
____
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____
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__
____
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__
____
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__
____
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____
__
____
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____
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__
____
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____
_____
______
_______
_____
______
____
Ch
apte
rs 11
– 12 C
ircle On
e: Lizard-B
rain o
r Wizard
Brain
? Evid
ence
: _____
_____
______
_____
______
_______
____
_____
______
_
____
_____
______
_______
____
_____
______
_______
_____
______
____
__
____
_____
______
_______
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______
_______
____
_____
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__
____
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_______
____
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______
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______
____
__
____
____
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____
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______
_______
_____
______
____
__
____
_____
______
_______
____
____
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_______
_____
______
____
__
____
_____
_____
________
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____
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__
____
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__
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__
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__
____
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___
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__
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____
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______
__
Ch
apte
rs – Oth
er Circle O
ne: Lizard
-Brain
or W
izard B
rain?
Eviden
ce: ___
_____
______
____
_____
______
_______
_____
______
___
__
____
_____
______
_______
_____
______
_______
____
_____
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__
____
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____
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____
__
____
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____
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__
____
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___
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____
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__
____
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____
____
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____
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__
____
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____
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____
__
____
_____
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____
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__
____
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____
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__
____
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__
____
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__
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__
*RL.C
CR
.1: R
ead clo
sely to
determ
ine w
hat th
e text says explicitly an
d to
make lo
gical inferen
ces from
it; cite specific textu
al eviden
ce wh
en w
riting
or sp
eaking to
sup
po
rt con
clusio
ns d
rawn
from
the text.